Beginner teachers' perceptions of their credibility based on displayed behaviour in the classroom

Abstract

This qualitative study contours the perceptions held by beginner teachers of own credibility in relation to observed learner behaviour in the classroom. Currently, literature on credibility focusses on the source and how receivers perceive the source, however this study emphasises the importance of the sources’ perceptions of own credibility. The study is aimed at understanding perceptions of a sample of beginner teachers’ own credibility. This study was supported by a conceptual framework, namely an extension of McCroskey’s (2004) model for instructional communication. A case study research design was employed, which was best suited to thoroughly explore participants’ perceptions of their own teacher credibility based on displayed learner behaviour. Semi-structured interviews and field notes were utilised as data collection methods. Eight beginner teachers from seven different private schools in and around Pretoria were selected based on a purposive sampling technique. Data were interpreted by means of inductive thematic analysis method. This study revealed that beginner teachers who perceive themselves to have a high credibility with their learners, experience learner behaviour showcasing higher interest, motivation, and discipline levels within the classroom. Learner discipline was used as a direct message that instantaneously alerts beginner teachers as to whether their learners are interested within a lesson. Beginner teachers became more aware of their own judgements within their practices and how their preconceived notions affect their credibility within the classroom. Possible recommendations for this study include public versus private sector schooling and to understand teachers’ journeys into the education field.